Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics

Díez-Palomar, Javier; Flecha, Ainhoa; García-Carrión, Rocío; Roldán, Silvia Molina

doi:10.3390/su10072191

Cited by 21 publications

(24 citation statements)

References 43 publications

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“…For instance, research has shown that interactions based on egalitarian dialogue operating in small heterogeneous groups of students known as interactive groups (IGs) boost children's learning of mathematics, particularly in terms of mathematics understanding and problem-solving, contributing to the improvement in mathematics performance (Díez-Palomar and Olivé, 2015;Flecha, 2015;García-Carrión and Díez-Palomar, 2015). The evidence shows that the advancements in mathematics skills due to participating in IG also foster an increase in students' self-confidence, self-efficacy, and a positive attitude toward mathematics (Díez-Palomar and Olivé, 2015; García-Carrión and Díez-Palomar, 2015;Díez-Palomar et al, 2018). In a similar vein, an experimental study conducted to analyze children's productivity when working in groups to solve math problems showed that the children in the target group engaged in collaborative, enthusiastic, and productive ways more than the control group and, as a result, achieved greater improvements in their attainments in mathematics (Mercer and Sams, 2006).…”

Section: Dialogic Education For Improving Academic Achievementmentioning

confidence: 99%

Implications for Social Impact of Dialogic Teaching and Learning

et al. 2020

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The science of dialogic teaching and learning has especially flourished over the last four decades across age-groups, cultures, and contexts. A wide array of studies has examined the uniqueness of dialogue as a powerful tool to lead effective instructional practices, transform the socio-cultural context and people's mindsets, among many others. However, despite the efforts to extend the benefits of this approach, certain difficulties exist which have hindered the consolidation of dialogic pedagogies in the classroom. This review discusses the implications for social impact of the scientific developments on dialogic teaching and learning. Particularly, an overview of the state of the art on dialogic education is presented. Social improvements in academic attainment and social cohesion are some of the fundamental issues discussed. Those are especially relevant to address crucial needs in education and solve some of the most pressing social problems. A communicative mix-methods approach emerges as one of the critical aspects of this field of research in educational psychology to achieve social impact. Some limitations, such as teachers sustaining different forms of monologic discourse, and challenges for a broader impact are discussed in this review.

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Section: Dialogic Education For Improving Academic Achievementmentioning

confidence: 99%

Implications for Social Impact of Dialogic Teaching and Learning

et al. 2020

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“…These assumptions are generated by an educational system that are still implementing segregationist and exclusionary practices. Indeed, some of these practices, which have been already analyzed by existing literature [22,32], have been denounced by the Roma community. For instance, both early tracking and segregation by the streaming of Roma children into lower performance tracks are two of the most identified types of segregation that Roma students are still suffering in Spain and in Europe.…”

Section: Discussionmentioning

confidence: 99%

“…This perspective has emerged from an increasing dialogic turn that has been experienced in both societies and the social sciences and that has already been observed in different disciplines [28][29][30] as a response to modernization processes, which have increased uncertainty while introducing and providing more and better life choices [9,10]. In turn, traditions, gender roles, and access to education are also being discussed within the Roma community and in Roma families [31,32], and Roma women are at the center of these discussions [33,34]. The action that grassroots Roma women are taking in their communities by establishing alliances with other women and other actors can be better analyzed and understood from this dialogic perspective.…”

Section: Roma Women Organizing For Social Changementioning

confidence: 99%

Grassroots Roma Women Organizing for Social Change: A Study of the Impact of ‘Roma Women Student Gatherings’

et al. 2019

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Scientific literature has focused on the constraints that Roma women have faced to overcome the racism and inequalities that they and the Roma people as a whole have suffered. However, less attention has been paid to how Roma women organize to challenge this reality. Drawing on a qualitative case study about the Roma Association of Women Drom Kotar Mestipen (Barcelona) and specifically on the analysis of one of its activities, the ‘Roma women student gatherings’ (known as ‘Trobades’ in Catalan), this article contributes evidence to show how Roma women are fighting to improve their own living conditions and those of their people by organizing at the grassroots level. The communicative analysis reveals the impacts that these gatherings have on the individual and societal levels. First, the gatherings have impacts on the individual level, as many of the women who participate in them are exposed to and embrace new educational projects, thus acquiring more skills to be better prepared to later access the labor market. Second, their impact is also evidenced on the societal level, as the gatherings enhance Roma women’s associational life, resulting in new mobilizations and often making women who were once in the shadows become community leaders.

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“…The CM is widely recognized as a useful methodology to achieve social impact through research since it allows for study not only of the exclusionary elements that reproduce inequalities but also of those elements contributing to overcome them (European Commission, 2011;Gómez et al, 2011;Gómez, 2017;Díez-Palomar et al, 2018). It is implemented in diverse disciplines in the social sciences, including sociology (Flecha and Soler, 2014), gender studies (Puigvert, 2014), and physical education (Castanedo and Capllonch, 2018), among others.…”

Section: The Communicative Methodology As a Methodological Approach Tmentioning

confidence: 99%

Communicative Methodology: Contributions to Social Impact Assessment in Psychological Research

et al. 2020

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Recent advancements in the social impact assessment of science have shown the diverse methodologies being developed to monitor and evaluate the improvements for society as a result of research. These assessment methods include indicators to gather both quantitative and qualitative evidence of the social impact of science achieved in the short, medium, and long terms. In psychology, the impact of research has been mainly analyzed in relation to scientific publications in journals, but less is known about the methods for the social impact assessment of psychological research. Impact assessment in the domains of educational psychology and organizational psychology presents synergies with bottom-up approaches that include the voices of citizens and stakeholders in their analyses. Along these lines, the communicative methodology (CM) emerges as a methodology useful for the communicative evaluation of the social impact of research. Although the CM has widely demonstrated social impact in the social sciences, less is known about how it has been used and the impact achieved in psychological research. This article unpacks how to achieve social impact in psychology through the CM. In particular, it focuses on the theoretical underpinnings of the CM, the postulates linked to psychological research and some key actions for the implementation of the CM in relation to the design of Advisory Committees, working groups, and plenary meetings in research. Furthermore, it shows how the CM has been implemented in illustrative cases in psychological research. The article finishes with a conclusion and recommendations to further explore the ways in which the CM enables the social impact of research in psychology.

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Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics

Cited by 21 publications

References 43 publications

Implications for Social Impact of Dialogic Teaching and Learning

Implications for Social Impact of Dialogic Teaching and Learning

Grassroots Roma Women Organizing for Social Change: A Study of the Impact of ‘Roma Women Student Gatherings’

Communicative Methodology: Contributions to Social Impact Assessment in Psychological Research

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